Building a knowledge structure for English: Reflections on the challenges of coherence, cumulative learning, portability and face validity

Journal article


Macken-Horarik, Mary Rose. (2011). Building a knowledge structure for English: Reflections on the challenges of coherence, cumulative learning, portability and face validity. Australian Journal of Education. 55(3), pp. 197 - 213.
AuthorsMacken-Horarik, Mary Rose
Abstract

A curriculum is a knowledge structure outlining what is to be learned in what order. The Australian curriculum for English emphasises creation of a 'coherent' and 'cumulative' 'body of knowledge about how the English language works', with learning that is 'portable and applicable to new settings across the school years and beyond' (National Curriculum Board, 2009, p. 9, emphasis added). But what happens when those charged with implementing curriculum cannot agree on 'what counts'? This article reflects on key differences between stakeholders about disciplinarity in English, drawing on sociological categories of Bernstein and Maton. The fourth challenge facing implementation is 'face validity'. The creation of a viable knowledge structure for English makes it crucial that teachers and professional bodies find it acceptable. The article concludes with a heuristic figure for representing key parameters of knowledge structure in English and a proposal for interrelating these so as to optimize implementation of the curriculum in Australian classrooms

Year2011
JournalAustralian Journal of Education
Journal citation55 (3), pp. 197 - 213
PublisherSAGE Publications
ISSN0004-9441
Scopus EID2-s2.0-84555223634
Page range197 - 213
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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https://acuresearchbank.acu.edu.au/item/8q088/building-a-knowledge-structure-for-english-reflections-on-the-challenges-of-coherence-cumulative-learning-portability-and-face-validity

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